I mould my
philosophy into visual form in such a way that I consciously give up using
various painting tools in order to focus solely on the gist. Therefore the
figures in my pictures are plain-like, unshaded, I rarely apply 3D effects in the
background and even if I do so, they are only indicative. The emphasis is on
the figures’ movements, on simplified colour-usage, on the choice and
application of different materials. The strong outlines of shapes act as
cohesive frames of our selves. Collages are made of materials (rubbish) useless
to others. They are mainly paper-based. The pictures are very personal, most of
them were born actually due to a special kind of cooperation.
The surfaces of my figures are filled with children’s
drawings. Namely for my first such picture I used up my eldest daughter’s old
divinity notebook with my 3rd grader
girl’s psalm. She wrote the following: „Be my sister blest for she is an
autist. For she has to behave well at school and her teachers’ have to pay attention
to her. Give her happiness in her full ages, as well!” It is merely
thought-provoking where this kind of sensitivity, love, empathy disappears from
most of us. After this I started collecting my autist daughter’s scribble
drawings and built up in my pictures. From then on our cooperation is
continuous.
My aim is
that the thoughts, which appear visually in my pictures, take the spectator to
a time travel, back to childhood. I do believe, that childlike purity is there
in everyone, we only have to be able to call it forth in order to make my
pictures perceptible and sensible. Being a child while we know that we are
already adults, is a good thing.
If we dig
deeper into the reality of child-existence, we have to realize, there is
practically everything in it; intrigue, hatred, exclusion, hostility and
abjection, which represents the seamy side of belief in human goodness.
Contrasts play an important role in my pictures. A child is also a human; there
is everything in them as in an adult with the difference that they are perfect.
In everyday life as an art teacher of children from age 11 to 19, I see and
also experience how children do things with such devotion. They are
enthusiastic, ready to act, they can hardly wait to utter their thoughts,
feelings. They do not do this in speech but often in pictures, drawings,
paintings, through dancing, singing, playing. From most of them this interest
is killed by the adults, thanks to their selfishness, impatience, weakness and
inability. They had learnt the same. Certainly, there are many, who can
preserve their childish selves, Homo Ludens keeps living in them, are
sympathetic to them and take them as fellow-beings.
